Programme Learning Outcomes

Raimonda MarkevicieneWith thanks to Dr. Jeremy Cox

How important…

“Learning Outcomes represent one of the essential building blocks for transparent higher education systems and qualifications… It is important that there should be no confusions about their role, nature and significance or the educational foundations of the Bologna process will be weakened”

(Adams S, 2004)

Aims and ObjectivesThe AIM of a module or

programme is a broad general statement of teaching intention, i.e. it indicates what the teacher intends to cover in a programme, module or learning activity.

Example: To give students an introduction to organic chemistry

The OBJECTIVE of a module or programme is a specific statement of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover.

Examples: 1. Give students an appreciation of

the unique nature of carbon and it ability to bond to other carbon atoms.

2. To give students an understanding of the concept of hybridisation.

3. To ensure that students know some characteristic properties of alkanes and alcohols.

4. To make students familiar with a range of families of organic compounds: alkanes, alcohols, carboxylic acids and esters.

LO not replacement but a supplement of describing teaching and learning

Types of LO

Assessable those learning outcomes that

can be assessed during the programme within the various modules.

Aspirational or desirableindicate what a good quality student

would be expected to achieve by the end of the programme. This type of learning outcome may not be assessed at all but gives an indication to employers and other agencies the type of standard of practical performance that graduates of the programme will display at the end of the programme.

“Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis form input and process to the celebration of student learning”

(Allan J, 1996)

Example of Programme Learning Outcomes [BSc(Ed)]

On successful completion of this programme, students should be able to:• Recognise and apply the basic principles of classroom management and discipline.• Identify the key characteristics of excellent teaching in science.• Develop comprehensive portfolios of lesson plans that are relevant to the science

curricula in schools. • Evaluate the various theories of Teaching and Learning and apply these theories to

assist in the creation of effective and inspiring science lessons. • Critically evaluate the effectiveness of their teaching of science in the second-level

school system. • Display a willingness to co-operate with members of the teaching staff in their

assigned school.• Foster an interest in science and a sense of enthusiasm for science subjects in

their pupils. • Synthesise the key components of laboratory organisation and management and

perform laboratory work in a safe and efficient manner. • Communicate effectively with the school community and with society at large in

the area of science education.

International environment

Internationally established (subject specific) reference points in Tuning

NQF NQF

EQF for LLL

EQF for HESectoral QF Sectoral QF

Dublin descriptors as benchmarks for LO

Five aspects: Knowledge and understanding Applying knowledge and understanding Making judgement Communication skills Learning skills

Active Learning Outcomes- Programme LOs

- Matching Qualification Framework (NQF); National regulations (subject area bentchmarks)

- Level LOs- What cognitive complexity is needed?

- Module LOs- What outcomes & skills/competencies are sought to be

achieved?- Session LOs

- Specifying what the learner will – know, understand and be able to do – at the end of the session using specific content as the vehicle for the cognitive skills to be developed

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I dent if y A I M S of pr ogr amme W r it e LEA RN I N G O U T CO MES

D evelop a T EA CH I N G S T RA T EGY t o enab le lear ner s t o achieve bot h

lear ning out comes andassessment cr it er ia

D evelop Pr ogr amme byr eviewing Lear ning O ut comes

A ssessment M et hods & Cr it er iaS t udent A chievement

D evelop A S S ES S MEN TMET H O D t o t est achievement

against bot h cr it er ia

D efi ne T H RES H O LDassessment cr it er ia

D efi ne GRA DI N Gassessment cr it er ia

D esign A S S ES S MEN T

External ref erence point seg Q ualifi cat ion/ level descr ipt or s

S ub j ect benchmar k st at ement sPr ogr amme spec ifi cat ions

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Programme LO

Programme Competences and Programme Learning Outcomes

Programme Competences and Programme Learning Outcomes

Competence

Learning outcome

Writing LO: demonstrate knowledge of European and world chronology, especially from 1500on, and is able to describe in synthetic terms the main approached to the study of European

empires and to world and global history.

Writing LO: demonstrate capability to address a research problem, retrieving the appropriate sources and bibliography, and giving critical, narrative form to his/her findings in a text of

around 60 pages.

Methodology

Choose generic competences and levels for you degree programme. (Tuning)

Programme Learning Outcomes =

Final Level

Unit LOs=

Final Level

Unit LOs=

Final Level

Unit LOs=

Final Level

Unit LOs

Higher Level

Unit LOs

Higher Level

Unit LOs

Higher Level

Unit LOs

Higher Level

Unit LOs

Lower Level

Unit LOs

Lower Level

Unit LOs

Lower Level

Unit LOs

Lower Level

Unit LOs

Initial Level

Unit LOS

Initial Level

Unit LOS

Initial Level

Unit LOS

Initial Level

Unit LOS

All units are – in one way or another – related to each other.

Programme Learning Outcomes 1 - 4 =

Final Level

Unit LO1+

Final Level

Unit LO2+

Final Level

Unit LO3+

Final Level

Unit LO4

The relationship is not like this:

Matrix is a solution! Example from music:

Example from Music:

In the Principal Study lesson (the 1-to-1 sessions with the teacher of the main instrument/voice or of composition) six out of the eight learning outcomes need to be addressed. The unit description for these lessons should include specifically formulated LOs to cover the six areas identifiedEven at final level, these may not be simply a re-statement of the programme LOs

In the example of practising and rehearsing skills, these differ with solo, chamber and orchestral activityEach unit LO must be separately formulatedCollectively, the final-year unit LOs will equate to the relevant Programme LO

The above only deals with the relationship between Unit and Programme LOs at the final levelThere is also the question of how LOs are built towards throughout the levels of the programme. It is helpful to have some notion of the typical milestones towards each Programme LO by Level/Year. An example for a four-year Bachelor programme in Music:

Keep in mind!....

How to establish generic and subject specific competences:

Analyze professional competences that denominate the level of qualification and degree

National legal documents: National qualification framework ; subject area benchmark statements

Having an opportunity - carry out employment field research to establish the need for the generic competences in the job market;

Having no such opportunity – establish an expert represented by stakeholders to help to develop competence list.

Reference points for the programmes in Music

Typical qualifications and degree programmes (Lithuanian HE Law)

professional bachelor of music (1st cycle)

bachelor of music (1st cycle)

master of music (2nd cycle) doctor of arts (3rd cycle)

Reference documents National subject area benchmark

statements (reindrafted) national qualification/degree

profiles (reindrafted) EQF (European Qualification

Framework) LQF (Lithuanian Qualification

Framework) EHEA – Dublin Descriptors Polifonia-Dublin Descriptors

(PDD)

Generic competences and LO in social work of Master degree

Competence LO

Relationship between subject areas competences and LO (programme level)

2nd competence: is able to estimate , create relationship, act in a targeted ways and organize help process of social help and research based intervention while working with a person, group, family, organization or society.

Professional Bachelor Bachelor Master

LO 2.1 Demonstrate Effective verbal and non verbal communication in providing help to a person, family, group, organization, society and colleagues.LO 2.2 Apply different help methods while solving complex practical situations.

LO 2.1 Analyze the influence of the help processwhile providing social support and research based intervention in the work with person, group, fgamily, organization or society.

LO 2.1 Integrate different information sources Including research based theories and practical wisdom while functioning in complex practical situations.LO 2.2 Rationalise and explain applicability of Of different models in providing social support and research based intervention while working with a person, group, family, organization or society.

Subject specific competences English Philology

Linguistics Literature andculture

Communication Education(VPU)

Linguistic skills:knowledge ofunderlyingassumptions inlinguistics.

Literary skills:knowledge ofunderlying assumptionsin literature.

English languagecommunicationskills.

Language teachingskills.

Knowledge andunderstanding of thestructure of English.

Awareness of cultural specifics linked to languages, religion and socio-economicbackground

National languagecommunicationskills.

Ability to applyknowledge ofconceptualprovision of theeducation system.

Knowledge ofliteratures in English, of culture and civilizationof the English speaking cultures

Mediation andtranslation skills

Subject specific competences and programme learning outcomes

Mediation and translationskills: ability tocommunicate throughtranslating, interpretingand rendering information.

Ability to translate various textsfrom English into the nationallanguage and vice versa.

Ability to interpret various textsfrom English into the nationallanguage and vice versa.

Ability to render information fromEnglish into the national languageand vice versa.